高校教师课程设计能力之研究

为了给社会提供更多、更好的高等教育 ,高校教师需要成为成功的课程设计者。本文从讨论当前高校教学的状况入手 ,分析了课程设计的要素体系 ,评述了三种不同类型的课程设计模式 :经典的Dick模式、针对网络教学的Kuan模式及易于为大学教师使用的Fink整合模式     

Physical activity levels in American and Japanese men from the ERA-JUMP Study and associations with metabolic syndrome

Background:Metabolic syndrome(MetS) is a global health problem.Physical activity(PA) is a known modifiable risk factor for MetS and individual MetS components.However,the role of PA could differ between sub-populations due to differences in the variability of PA and other MetS risk factors.To examine these differences,multi-country studies with standardized outcome measurement methods across cohorts are needed.Methods:Cross-sectional PA levels(total and domain specific) in healthy middle-aged(44-56 years) men in the Risk Factor Assessment among Japanese and U.S.Men in the Post-World War Ⅱ Birth Cohort(ERA-JUMP) Study(n=730;American:n=417;Japanese:n=313;from population-representative samples in Pittsburgh,Pennsylvania,USA,and Kusatsu,Shiga,Japan) were compared.The relationships between PA levels and MetS(overall and specific components) in/across the American and Japanese sub-cohorts(adjusting for age,smoking,and alcohol consumption)were also assessed using the same instruments(pedometer and validated questionnaire) to measure PA in both cohorts.Results:A total of 510 individuals provided complete data on PA(American:n=265;Japanese:n=245).The American cohort had significantly lower mean±SD steps/day(7878±3399 steps/day) vs.the Japanese cohort(9055±3797 steps/day)(p <0.001) but had significantly higher self-reported moderate-vigorous leisure PA(American:15.9(7.4-30.3) metabolic task equivalent hours per week(MET-b/week) vs.Japanese:4.0(0-11.3) METh/week,p <0.0001).In both sub-cohorts,each 1000 steps/day increase was associated with lower odds of having MetS(American:OR=0.90,95%CI:0.83-0.98;Japanese:OR=0.87,95%CI:0.79-0.95) and the individual MetS component of high waist circumference(American:OR=0.86,95%CI:0.79-0.94;Japanese:OR=0.87,95%CI:0.80-0.95).In the American cohort only,higher self-reported leisure PA(Met-b/week) was associated with lower odds of MetS and high waist circumference(OR=0.98,95%CI:0.97-0.99 for MetS and waist circumference,respectively).Conclusion:Higher total step counts/day had an important protective effect on MetS prevalence in both the Japanese and American cohorts,despite differences in PA levels and other MetS risk factors.The effect of steps/day(across all intensity levels) was much greater than domainspecific moderate-vigorous PA captured by questionnaire,suggesting the need for measurement tools that can best capture total movement when examining the effects of PA on MetS development.     

Impact of class lecture webcasting on attendance and learning

The present study investigated the impact of class lecture webcasts on students’ attendance and learning. The research design employed four data collection methods in two class sections—one with webcast access and another without—of the same course taught by the same instructors. Results indicated the following four major findings. (1) The availability of webcasts negatively impacted student attendance but the availability of other online resources such as PowerPoint slides had a greater negative impact on attendance. (2) Webcast access appeared to nullify the negative effects absenteeism had on student performance. (3) For most performance measures based on lecture content, more webcast viewing was associated with higher performance. (4) Most students in the webcast section reported positive learning experiences and benefits from using webcasts, even though a majority also reported using webcasts for missing a class. In summary, these results collectively suggest that webcasts could have positive effects on students’ learning experiences and performance, even if class attendance does decline.     

A typology of facework behaviors in conflicts with best friends and relative strangers

The purpose of the current study was to create a typology of facework behaviors in interpersonal conflicts between best friends and relative strangers for Japanese and U.S. participants. In phase I, 286 participants responded to open‐ended questions about the manner in which they negotiated face during a conflict with either a best friend or a relative stranger. The responses of a sample of these respondents ‐16 Japanese, 16 members of ethnic minority groups in the U.S., and 20 European Americans — were categorized using a Q‐sort technique. Fourteen categories of facework behaviors were derived. Validation procedures for the typology were carried out via a cluster analysis resulting in 13 unique clusters: (a) aggression, (b) apologize, (c) avoid, (d) compromise, (e) consider the other, (f) defend self (g) express feelings, (h) give in, (i) involve a third party, (j) pretend, (k) private discussion, (l) remain calm, and (m) talk about the problem. In phase II, 95 Japanese and 61 U.S. Americans rated the appropriateness and effectiveness of behaviors from each of the categories. The findings illustrate that the typology captures a wide range of appropriateness and effectiveness rating which further demonstrates the validity of the typology.     

Leaving It Up to the Industry: People With Disabilities and the Telecommunications Act of 1996

This article examines whether Section 255 of the 1996 Telecommunications Act achieves accessibility for people with disabilities. Taking the interest group approach, it shows that the Federal Communications Commission (FCC) implemented Section 255 in a way that is favorable to the telecommunications industry and not to people with disabilities. The FCC's regulations only encourage the telecommunication industry to consider accessibility issues for people with disabilities. This proindustry regulatory bias is in keeping with the established pattern of policymaking in other areas concerning people with disabilities. The paper argues that if the FCC continues to rely on the voluntary efforts of the industry, people with disabilities will not enjoy benefits of access to telecommunications systems.     

Durability problems with explicit instruction in an EFL context： the learning of the English copula be before and after the introduction of the auxiliary be （Ⅰ）

The purpose of this study is to investigate the durabilityof the effect of explicit and implicit instructions on beginningEFL learners' learning of the copula be.The study intends toexamine whether or not the effect remains after the auxiliarybe of the progressive is introduced.Three groups of 89Japanese junior high school students participated in thequasi-experiment.One group was given explicit instruction on